By providing examples explain how Maslow’s Hierarchy of needs relates to a student’s motivation to study well.
Maslow’s hierarchy of needs
Maslow’s original Hierarchy of Needs model was developed between 1943-1954, and first widely published in Motivation and Personality in 1954. All of us is motivated by needs . Our most basic needs are inborn, having evolved over tens of thousands of years. Abraham Maslow’s Hierarchy of Needs helps to explain how these needs motivate us all. Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development. Maslow found that individuals who basic needs are satisfied are more effective learners. It is compulsory upon a teacher to insure that the first four basic needs: survival, safety, belonging, and esteem, are met before individuals become effective learners.
Physiological Needs in the Classroom
Physiological needs is the most basic needs .These needs include oxygen , food ,water and shelter.
The teacher must be responsive of the students need , but the students also have tell the teacher their needs ,for example if the student thirsty. Other physiological needs include desks , chairs and other school supplies .
Safety and security needs:After physiological needs are complete , and individual next emphases on safety and security needs. They are job security , living in safe area, accommodation’s. This safety and security needs reduce contradiction, unfairness, and physical harm. If it is not unfilled ,and individual is unable to focus higher level .
Safety and Security Needs in the classroom:Teachers must create reasonable , safe , orderly class all the times. Grading and discipline policies and rules of the class understand by the students. The class must be a place free from all the misbehaviors , bullying.
Love/belonging Needs:When those two needs fulfilled the next need is love/belongings. This involves both giving and receiving love, affection and the sense of belongings.
Love/belonging Need in the classroom:Teacher must provide different activities to the students .for example group exercise can help ones feeling of belongingness in a classroom. An cheerful and fun class will improve friendly bond between classmates. Through games students can help them create friendship with each other.
Esteem Needs:Esteem is recognition from oneself , and from those around them. After completing esteem level person feels confident in themselves .And they have position in the world.
Esteem Needs in the classroomThe teacher should make sure that the teaching environment is free from negative behaviors like bulling. Teacher should teach and ask question in a way that encourages the students and avoid humiliating the students. Encourage the students work harder after failing the exam. Reinforce students give positive feedback.
Self-Actualization in the classroom:This is the most important level for students –teacher relationship. Because the teacher can have greater effect on the students pathway towards self-actualization .so it is important to encourage students when they did well, and give .chance push them to achieve their potential. give chance provide opportunities to students to step outside of the classroom and receive their potential in real world.
Furthermore what we can do as teachers to help students in moving up Maslow’s Hierarchy
Understand that each student brings his/her own unique background to the classroom A student’s willingness to learn is not specially dependent upon existing knowledge and skills. We must develop a relationship with the student in order to determine their current willingness level. Once determined, we must develop a strategy to address current needs as well as the needs in the next level. In many examples this may involve additional community and governmental resources, especially at the lower levels. And also create safe classroom environment. Progress rules and techniques which provide a structured environment rich in routine and shared opportunities. Furthermore teacher can use positive reinforcement instead of negative reinforcement to correct the student’s behavior. Become an supporter for each of your students. Take time out to let each student know how well they are doing. This could take the form of a short handwritten note on their papers, or verbal comment. The key is to focus on the students’ positive attributes and aid the student in developing an increased level of self-esteem .
The focus of this video is to assist teachers to integrate the 5 hierarchy of needs in the classroom .
Explain why morality is a concern for students at school.
Moral development is the process through which children develop proper attitudes and behaviors towards other people in society, based on social and cultural norms, rules, and laws.
It is a big problem of many schools that students are morally not perfect and they behave irresponsible. It became a big problem for schools to deal such students. The lack in moral values and the unhealthy attitudes of students is a main reason of many problems in several schools. It is a very good reason about teaching moral education. Schools have been doing several efforts to manipulate the moral values among the students. The syllabus is designed such type to combine many moral values by stories, poems and by many lessons. Sometimes textbooks include many inspirational lessons about the great persons so that students may learn by their life. It is true that textbooks and syllabus fulfill the needs of moral values but when a teacher wants to teach moral values he needs some other things also. Sometimes he uses moral sayings, moral stories, and different type’s cultural activities to enhance the level of moral education. Cultural activities are very useful to manipulate and to teach the moral education lesson.
According to Piaget, all development emerges from action; that is to say, individuals construct and reconstruct their knowledge of the world as a result of interactions with the environment. Based on his observations of children’s application of rules when playing, Piaget determined that morality, too, can be considered a developmental process. For example, Ben, a ten year old studied by Piaget, provided the following critique of a rule made-up by a child playing marbles: “it isn’t a rule! It’s a wrong rule because it’s outside of the rules. A fair rule is one that is in the game”. Ben believed in the absolute and intrinsic truth of the rules, characteristic of early moral reasoning. In contrast, Vua, aged thirteen, illustrates an understanding of the reasoning behind the application of rules, characteristic of later moral thinking. When asked to consider the fairness of a made-up rule compared to a traditional rule, Vua replied “It is just as fair because the marbles are far apart”(making the game equally difficult).
Moral qualities are shaped. Adults do not simply transmit moral qualities and beliefs to children. These qualities and beliefs emerge and continually develop in the wide range of relationships that every child has with both adults and peers starting nearly at birth, and in children’s felt knowledge of what is harmful, true, or right. In these relationships, children continually sort out, for example, what they owe others, what they should stand for, what traditions are worth keeping, whether to follow rules, how to contribute to their family, classroom, and community—in other words, how to be a decent human being.
A moral classroom begins with the teacher’s attitude of respect for children, for their interest, feelings, values, and ideas. Knowledge gained in school is only one goal of education. The primary goals of education should be enabling students to gain knowledge and moral values.
Teacher-student relationships shape students’ moral development in another sense—through their influence on students’ emotional development. Most of the talk about moral development in school assumes that we can teach students to behave morally by instilling in them virtues and standards, a clear sense of right and wrong. This assumption ignores the fact that emotions are often the horse, values and virtues the rider trying to hang on.
Many schools now focus on everything from community service to teaching student’s qualities, building good habits, rewarding positive behavior, and developing students’ capacity for moral reasoning.